Abstract

This study investigated the effectiveness of Vlogs on the motivational beliefs of trainee teachers in the practicum period. It also offers their perceptions of Vlogs for professional development. The participants were 54 trainee teachers from a university located in the north-west of Turkey. In this study, a pretest post-test quasi-experimental design with a control group was adopted to test the effects of using Vlogs on motivation. To collect qualitative data, semi-structured interviews were conducted in the experimental group. The results indicated that Vlogs had significantly positive effects on the sub-factors of motivation such as intrinsic goal orientation, control beliefs, self-efficacy, and task value. The experimental group had lower extrinsic goal orientation scores in comparison with the control group. The trainee teachers reported that Vlogs were a potential media not only for self-assessment, reflection, and peer learning but also for the development of techno-pedagogical skills in teacher education along with challenges of their use.

摘要

本研究调查了视频博客对实习教师在实习期间的动机信念的影响。它还提供了他们对专业发展的 Vlog 的看法。参与者是来自土耳其西北部一所大学的 54 名实习教师。在这项研究中，采用了带有对照组的前测后测准实验设计来测试使用 Vlogs 对动机的影响。为了收集定性数据，对实验组进行了半结构化访谈。结果表明，Vlogs 对内在目标定向、控制信念、自我效能感和任务价值等动机的子因素有显着的积极影响。与对照组相比，实验组的外在目标定向得分较低。